Here at Phoenix we want to model and educate our children on how to use technology positively, responsibly and safely. Our computing curriculum is designed around the National Curriculum and it ensures the progression from EYFS to Year 2, through computer science, information technology and digital literacy. The combination of these areas equips our children with the ability to safely and confidently use a computer and help our children become skillful computer scientists.
Our children begin their journey with technology in Early Years, with access to BeeBots and control cars. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely. Children also begin to learn about what it means to be safe online. In KS1 children continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to reach a destination and begin to be able to debug when something doesn’t work out the way they imagined. They use chromebooks learn how to log on and off a computer using their own username and password. They learn about online safety and what to do if they encounter something which makes them feel uncomfortable as well as what personal information is and why it is important we don’t share it with someone on the internet. Coding then progresses from BeeBots onto a computer-based programme.
The impact of our computing curriculum can be seen in floorbooks and on the children’s individual computer accounts (teams and seesaw), and also can be measured by speaking to the children themselves. The teaching of the computing curriculum enables our children to use a computer with confidence.
We measure the impact of our curriculum using the following methods:
· Summative assessment of pupil discussions about their learning.
· Images of the children’s practical learning.
· Children’s work saved onto their individual accounts
· Interviewing the pupils about their learning (pupil voice).
· Floorbooks are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
· Annual reporting of standards across the curriculum.